ERIC Number: ED407748
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Using Attending Cues and Responses To Increase the Efficiency of Direct Instruction.
Holcombe-Ligon, Ariane; And Others
Designed to be used by practicing teachers, students who are learning to become teachers, and faculty members who instruct such students, this manual describes how to use attending cues and responses to help children with mild disabilities attend to the important aspects of instructional activities, and how to use attending cues and responses to help children learn additional appropriate behaviors. The manual includes: (a) background information describing the importance of attention and of direct instruction, and the context for using attending cues and responses; (b) definitions and descriptions of various attending cues and attending responses, information on how to select attending cues and responses, and a taxonomy of those cues/responses; (c) information on how to use attending cues and attending responses to increase the efficiency of instruction, including to increase the rapidity of learning and to teach target and non-target behaviors; (d) a summary of some of the related research; and (e) three self-tests for checking the reader's understanding of the content of the manual. An appendix includes a list of related studies. (Contains 25 references.) (CR)
Descriptors: Attention Control, Attention Span, Cues, Educational Strategies, Efficiency, Elementary Secondary Education, Feedback, Inservice Teacher Education, Instructional Effectiveness, Learning Processes, Mild Disabilities, Preschool Education, Prompting, Student Behavior, Teacher Education, Teacher Response, Teaching Guides, Teaching Methods
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.